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Browsing by Subject "tabletti"

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  • Digitaaliset laitteet Espoon esiopetuksessa 
    Kuivila, Reetta (2017)
    The purpose of this Bachelor´s Thesis was to examine the amount of digital devices and the use of them on the finnish pre-primary education of Espoo. This thesis examined also was there any factor what prevents the use. The National Core Curriculum for Pre-School Education (2014) and the Espoo Pre-Primary Education Curriculum (2016) emphasize the information and communication technology competence. The previous studies show that the utilization of infor-mation and community technology in early childhood education is low. In addition, there is little qualitative research information of the pedagogical utilization of the information and comminty technology. This thesis was conducted by a quantative method. The data was collected by an online survey. The onley survey was built on the basis of previous studies and the objectives of the National Core Curriculum of Pre-School Education (2014). The target group of the research was selected pre-school teachers of Espoo Finnish early childhood ecucation, who have the windows devices on their pre-primary groups. The data was analyzed by a IBM SPSS Statistics 24.0 -statistical program. The thsesis found that the digital devices were versatile in the pre-school goups of the Espoo Finnish early childhood education. Half of the respondents used their digital devices pedagogically. In addition to the pre-school teacher, the other adults and children used the digital devices. The children´s use of the devices was supervised and controlled. Chilren used the tablets more regularly than the other devices. Pre-School teachers utilized the applications and digital learning enviroments to support expression skills and linguistic and mathematical skills. The biggest factor prevents the use of the devices was the failure of the devices.
  • Varhaiskasvatuksen opettajien kokemuksia tablettilaitteiden käytöstä osana varhaiskasvatuksen pedagogiikkaa 
    Jumpponen, Marika (2019)
    Nowadays, children are growing up in a digital and technology-saturated world and as a consequence a child is viewed early on as a capable user of technology. However, learning a new subject cannot ignore the support and teaching that an adult can give, even though a child is faced as competent technology user. This Bachelor's Thesis was intended to describe and highlight the experiences of kindergarten teachers on the use of tablet devices in early childhood education. I wanted to find out how kindergarten teachers make use of tablet devices as a learning tool and how the use of tablets reflects the learning areas set in the new National Core Curriculum for Early Childhood Education and Care. Secondly, I wanted to find out what benefits and challenges tablets have as a learning tool in kindergarten teachers’ experience. My research is a qualitative research. The study material was collected through a questionnaire published in three different Facebook groups. The survey was open to respondents for one month and was answered by 34 kindergarten teachers. The method of analysing the material is data and theorybased content analysis. Based on the results of the study, kindergarten teachers use tablet devices diversely in all the areas of learning of the new National Core Curriculum for Early Childhood Education and Care. The results also show that teachers use tablets in integrating the different areas of learning. Tablets are most used as a tool for documenting, producing different forms of visual art and for developing the child's mathematical and linguistic skills. The challenges kindergarten teachers faced with tablet devices were too few devices in early childhood setting, the technological problems of the devices, the lack of pedagogical content of various applications, the difficulty of maintaining their own know-how, and the lack of training of other educators and their negative attitude towards the use of tablets. On the other hand, kindergarten teachers felt that the benefit of tablets as a learning tool were their mobility, the possibilities for using the device to expand the learning environments and their wide use as documentation tool. In addition, kindergarten teachers felt that a tablet was a useful tool for their own work. The tablet was used as an aid in the design of curriculum-based activities, observation and documentation, as well as a means of communication with parents.

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